Pub Date : 2022-08-04DOI: 10.1080/17400201.2022.2105312
Anne Birgitte Fyhn, Gladys Berntsen
ABSTRACT Respect and listening are two issues that are complicated to research. This paper presents how respectful listening may constitute one aspect of a teacher’s role in child-centered learning. The analysis focus on a teacher’s reflections about events that took place after she and a colleague carried out a mathematics teaching unit on culturally diverse children’s understanding of ‘pattern’. The teacher observed situations that she found interesting and relevant for the children’s learning. She communicated with the researcher about this for some months. A closer look at the teacher’s reflections caused the research focus to change from what the teacher observed, to how she carried out the observations. So, the research focus is the teacher’s application of respectful listening skills when these observations were made. Our analysis reveals the outcomes of two situations. Situation 1 is about communication between the teacher and a child’s mother, while situation 2 is about communication between the teacher and a child.
{"title":"A mathematics teacher’s respectful listening in a culturally diverse class","authors":"Anne Birgitte Fyhn, Gladys Berntsen","doi":"10.1080/17400201.2022.2105312","DOIUrl":"https://doi.org/10.1080/17400201.2022.2105312","url":null,"abstract":"ABSTRACT Respect and listening are two issues that are complicated to research. This paper presents how respectful listening may constitute one aspect of a teacher’s role in child-centered learning. The analysis focus on a teacher’s reflections about events that took place after she and a colleague carried out a mathematics teaching unit on culturally diverse children’s understanding of ‘pattern’. The teacher observed situations that she found interesting and relevant for the children’s learning. She communicated with the researcher about this for some months. A closer look at the teacher’s reflections caused the research focus to change from what the teacher observed, to how she carried out the observations. So, the research focus is the teacher’s application of respectful listening skills when these observations were made. Our analysis reveals the outcomes of two situations. Situation 1 is about communication between the teacher and a child’s mother, while situation 2 is about communication between the teacher and a child.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"20 1","pages":"151 - 175"},"PeriodicalIF":0.6,"publicationDate":"2022-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49264303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-16DOI: 10.1080/17400201.2022.2087610
Sari Hietamäki, Ilaria Tucci
ABSTRACT This article discusses the challenges and opportunities of participatory online teaching and learning in higher education. It analyses an online peace education course taught during the Covid-19 pandemic in three Finnish universities between 2020–2021. The course explored fundamental mediation skills and practices of positive peace through participatory methods and applied drama. We show how the online setting affected students and teachers, by focusing on the challenges and opportunities for participatory pedagogy in an online environment. The course feedback from students (N = 23) was studied by content analysis and conjoined with the ethnographic observations of the authors. Our findings suggest that mediation skills and practices of positive peace can be effectively taught and analysed online. However, maintaining active presence and emotional sharing present both challenges and opportunities for participatory online education. The findings will be of interest to researchers in cognate fields of scholarship, as well as activists and teachers engaged in participatory teaching and how it can be effectively deployed online.
{"title":"Behind screens: challenges and opportunities of participatory online peace education in Finland","authors":"Sari Hietamäki, Ilaria Tucci","doi":"10.1080/17400201.2022.2087610","DOIUrl":"https://doi.org/10.1080/17400201.2022.2087610","url":null,"abstract":"ABSTRACT This article discusses the challenges and opportunities of participatory online teaching and learning in higher education. It analyses an online peace education course taught during the Covid-19 pandemic in three Finnish universities between 2020–2021. The course explored fundamental mediation skills and practices of positive peace through participatory methods and applied drama. We show how the online setting affected students and teachers, by focusing on the challenges and opportunities for participatory pedagogy in an online environment. The course feedback from students (N = 23) was studied by content analysis and conjoined with the ethnographic observations of the authors. Our findings suggest that mediation skills and practices of positive peace can be effectively taught and analysed online. However, maintaining active presence and emotional sharing present both challenges and opportunities for participatory online education. The findings will be of interest to researchers in cognate fields of scholarship, as well as activists and teachers engaged in participatory teaching and how it can be effectively deployed online.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"330 - 350"},"PeriodicalIF":0.6,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45156442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1080/17400201.2022.2082742
Anita
peace
和平
{"title":"Educating for peace and human rights: An introduction","authors":"Anita","doi":"10.1080/17400201.2022.2082742","DOIUrl":"https://doi.org/10.1080/17400201.2022.2082742","url":null,"abstract":"peace","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"20 1","pages":"122 - 123"},"PeriodicalIF":0.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46980724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-26DOI: 10.1080/17400201.2022.2072009
Musharaf Zahoor
{"title":"Teaching Palestine on an Israeli university campus: unsettling denial","authors":"Musharaf Zahoor","doi":"10.1080/17400201.2022.2072009","DOIUrl":"https://doi.org/10.1080/17400201.2022.2072009","url":null,"abstract":"","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"20 1","pages":"120 - 121"},"PeriodicalIF":0.6,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42022259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/17400201.2022.2087607
Mónica Almanza
ABSTRACT The relations between education, conflict and peace have become the focus of a growing and diverse field of educational research and action. In the diversity and complexity of this field, I distinguish six educational approaches that stand out: human rights, psychosocial, humanitarian aid, development, security, and reconciliation. They refer to six sets of particular and coherent assumptions regarding the reasons that originate and exacerbate conflicts, with their own answers about how to prevent, resolve, alleviate, or transform that situation – their ways of understanding peace – and the roles that the educational sector plays in the achievement of this purpose, with their pros and cons.
{"title":"Six educational approaches to conflict and peace","authors":"Mónica Almanza","doi":"10.1080/17400201.2022.2087607","DOIUrl":"https://doi.org/10.1080/17400201.2022.2087607","url":null,"abstract":"ABSTRACT The relations between education, conflict and peace have become the focus of a growing and diverse field of educational research and action. In the diversity and complexity of this field, I distinguish six educational approaches that stand out: human rights, psychosocial, humanitarian aid, development, security, and reconciliation. They refer to six sets of particular and coherent assumptions regarding the reasons that originate and exacerbate conflicts, with their own answers about how to prevent, resolve, alleviate, or transform that situation – their ways of understanding peace – and the roles that the educational sector plays in the achievement of this purpose, with their pros and cons.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"205 - 225"},"PeriodicalIF":0.6,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48535794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/17400201.2022.2104234
Ilse Hakvoort, Jonas Lindahl, Agneta Lundström
ABSTRACT The numbers of publications within the field of research on approaches to address conflicts in schools is rapidly growing, and it is now important to map influential theories, methods and topics that shape this research field. In addition, student teachers, teachers and teacher educators would benefit from it being easier to find research-based knowledge of how to address conflicts in schools. Therefore, a bibliometric study was carried out on 1126 publications that were published between 1996 and 2019 in this field. The study aimed at examining publication activity, geographic spread, and dominant research topics. The findings showed a positive trend in publication output from 2006 onwards. Research output was found to be dominated by the United States. However, the results also indicated an internationalization trend expressed in an increased geographic spread of publication output. Furthermore, six research topics were identified through cluster analyses and labelled ‘peace and value education’, ‘classroom management from coercive discipline to relationship building’, ‘constructive conflict resolution’, ‘classroom management programmes’, ‘restorative justices and restorative approaches’, and ‘classroom challenges for teachers’. Within each research topic, a distinct number of publications were found that defined the core research.
{"title":"Research from 1996 to 2019 on approaches to address conflicts in schools: A bibliometric review of publication activity and research topics","authors":"Ilse Hakvoort, Jonas Lindahl, Agneta Lundström","doi":"10.1080/17400201.2022.2104234","DOIUrl":"https://doi.org/10.1080/17400201.2022.2104234","url":null,"abstract":"ABSTRACT The numbers of publications within the field of research on approaches to address conflicts in schools is rapidly growing, and it is now important to map influential theories, methods and topics that shape this research field. In addition, student teachers, teachers and teacher educators would benefit from it being easier to find research-based knowledge of how to address conflicts in schools. Therefore, a bibliometric study was carried out on 1126 publications that were published between 1996 and 2019 in this field. The study aimed at examining publication activity, geographic spread, and dominant research topics. The findings showed a positive trend in publication output from 2006 onwards. Research output was found to be dominated by the United States. However, the results also indicated an internationalization trend expressed in an increased geographic spread of publication output. Furthermore, six research topics were identified through cluster analyses and labelled ‘peace and value education’, ‘classroom management from coercive discipline to relationship building’, ‘constructive conflict resolution’, ‘classroom management programmes’, ‘restorative justices and restorative approaches’, and ‘classroom challenges for teachers’. Within each research topic, a distinct number of publications were found that defined the core research.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"129 - 157"},"PeriodicalIF":0.6,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43326716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-21DOI: 10.1080/17400201.2022.2061435
Tiffani Betts Razavi, H. Mahmoudi
ABSTRACT This article describes a Bahá’í concept of peace in the context of discussions about the nature and focus of peace education, in particular the role of moral education as an element of peace education. It introduces the notions of human nobility and the oneness of humanity as the moral basis for holistic peace within a framework of the collective social evolution of humanity, and explores the idea of identifying, understanding, and removing barriers to unity, specifically in the form of inequalities and prejudices, as the foundation of an approach to peace education. The application of such an approach to a university level course is shared through a case study of ‘The Problem of Prejudice’, offered by the Bahá’í Chair for World Peace at the University of Maryland, College Park. Key strands of content and pedagogy are described, and qualitative data from students participating in the course in 2021 (n = 20), collected in the form of self-perceptions of changes in knowledge, skills, attitudes and commitment, are presented. The article concludes with a discussion of the learning gained from this study and how a Bahá’í concept of peace may serve as a resource for university peace educators and students.
{"title":"A Bahá’í concept of peace as a resource for peace education: Case study of ‘The Problem of Prejudice’","authors":"Tiffani Betts Razavi, H. Mahmoudi","doi":"10.1080/17400201.2022.2061435","DOIUrl":"https://doi.org/10.1080/17400201.2022.2061435","url":null,"abstract":"ABSTRACT This article describes a Bahá’í concept of peace in the context of discussions about the nature and focus of peace education, in particular the role of moral education as an element of peace education. It introduces the notions of human nobility and the oneness of humanity as the moral basis for holistic peace within a framework of the collective social evolution of humanity, and explores the idea of identifying, understanding, and removing barriers to unity, specifically in the form of inequalities and prejudices, as the foundation of an approach to peace education. The application of such an approach to a university level course is shared through a case study of ‘The Problem of Prejudice’, offered by the Bahá’í Chair for World Peace at the University of Maryland, College Park. Key strands of content and pedagogy are described, and qualitative data from students participating in the course in 2021 (n = 20), collected in the form of self-perceptions of changes in knowledge, skills, attitudes and commitment, are presented. The article concludes with a discussion of the learning gained from this study and how a Bahá’í concept of peace may serve as a resource for university peace educators and students.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"226 - 248"},"PeriodicalIF":0.6,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46872853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-23DOI: 10.1080/17400201.2022.2052826
Mieke T. A. Lopes Cardozo, R. Affiat, Faryaal Zaman, M. Irawani, Eka Srimulyani
ABSTRACT This article engages with an under-researched field that specifically looks into the gendered nature of women education leaders’ agency in the context of Islamic boarding schools in post-tsunami and post-war Aceh province of Indonesia. The key aim of this paper is to understand various ways in which Acehnese women educators’ negotiate and navigate restricted, gendered and religiously orthodox spaces. We analyse the role of grassroots education actors in processes of societal transformation and peacebuilding through a gender-specific lens, to explore our contextual understanding of agency through a cultural political economy approach, complemented with insights from critical and decolonial peace education. By presenting the often silenced and marginalized stories of women leaders, educators and grassroots actors, we explore their views and experiences in – consciously or unconsciously – transforming or reproducing existing (in)equalities and potential conflict-triggers in contemporary Aceh.
{"title":"Silent struggles: women education leaders’ agency for peacebuilding in Islamic schools in post-conflict Aceh","authors":"Mieke T. A. Lopes Cardozo, R. Affiat, Faryaal Zaman, M. Irawani, Eka Srimulyani","doi":"10.1080/17400201.2022.2052826","DOIUrl":"https://doi.org/10.1080/17400201.2022.2052826","url":null,"abstract":"ABSTRACT This article engages with an under-researched field that specifically looks into the gendered nature of women education leaders’ agency in the context of Islamic boarding schools in post-tsunami and post-war Aceh province of Indonesia. The key aim of this paper is to understand various ways in which Acehnese women educators’ negotiate and navigate restricted, gendered and religiously orthodox spaces. We analyse the role of grassroots education actors in processes of societal transformation and peacebuilding through a gender-specific lens, to explore our contextual understanding of agency through a cultural political economy approach, complemented with insights from critical and decolonial peace education. By presenting the often silenced and marginalized stories of women leaders, educators and grassroots actors, we explore their views and experiences in – consciously or unconsciously – transforming or reproducing existing (in)equalities and potential conflict-triggers in contemporary Aceh.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"158 - 181"},"PeriodicalIF":0.6,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47544403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-09DOI: 10.1080/17400201.2022.2051004
Tatiana Wara, M. Munkejord
ABSTRACT Although political relations between Russia and Norway have softened over the years, the symbolic boundaries persist. In this article, we illustrate how Russian female migrants in Northern Norway relate to these symbolic boundaries. Thus, perspectives from the phenomenology of the body and critical phenomenology are used to analyze qualitative data on how Russian female migrants experience the celebration of March 8, widely known as International Women’s Day, as a transnational space where they feel both belonging and non-belonging. More specifically, we explore the following research questions: How do Russian female migrants in Northern Norway use International Women’s Day as an occasion to express Russian femininity, or even Russian feminism, in their own way? And what can we, through a political-historical contextualization of these March 8 narratives, learn about the Norwegian majority and how the majority, often in subtle ways, represent women from outside the West, including Russians, as ‘the other’? It is our goal that this article will inspire readers to become more sensitive to racialization processes in our communities by becoming more aware of ‘ourselves’, and how we, through various narratives, reproduce inclusion and exclusion processes.
{"title":"Female Russian migrants in Norway and their stories about International Women’s Day","authors":"Tatiana Wara, M. Munkejord","doi":"10.1080/17400201.2022.2051004","DOIUrl":"https://doi.org/10.1080/17400201.2022.2051004","url":null,"abstract":"ABSTRACT Although political relations between Russia and Norway have softened over the years, the symbolic boundaries persist. In this article, we illustrate how Russian female migrants in Northern Norway relate to these symbolic boundaries. Thus, perspectives from the phenomenology of the body and critical phenomenology are used to analyze qualitative data on how Russian female migrants experience the celebration of March 8, widely known as International Women’s Day, as a transnational space where they feel both belonging and non-belonging. More specifically, we explore the following research questions: How do Russian female migrants in Northern Norway use International Women’s Day as an occasion to express Russian femininity, or even Russian feminism, in their own way? And what can we, through a political-historical contextualization of these March 8 narratives, learn about the Norwegian majority and how the majority, often in subtle ways, represent women from outside the West, including Russians, as ‘the other’? It is our goal that this article will inspire readers to become more sensitive to racialization processes in our communities by becoming more aware of ‘ourselves’, and how we, through various narratives, reproduce inclusion and exclusion processes.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"20 1","pages":"135 - 150"},"PeriodicalIF":0.6,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41608365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-14DOI: 10.1080/17400201.2022.2031082
Patrick T. Hiller
simultaneously mediated by, interacted with, and engaged in re-figurations of resilience, protection, enlistment, and unequal relations of power, in a number of contexts, namely Kashmir (India), Ukraine, Bastar (India), and the United States. The part is finally concluded with Chapter 12 focusing on the procedures of child discipline and caregiver rituals. The volume’s core strength lies upon the eclectic positionality of the contributors. Seventeen authors from a wide range of geographies have contributed to this 245-page volume. More interestingly, one of the chapters (Chapter 3) is coauthored by an ex-child soldier in the civic war of Bosnia and Herzegovina. The contributors of the book have successfully provided new insights within the studies of children in peace and conflict settings, as well as the pedagogical dimensions of it. As reflected from the authors’ origins, the coverage of the book includes countries with conflict and war track records, such as those within the European and Asia Pacific territories. However, the book may have missed one (or two) thing(s): the conclusion (and the implications). While we, the readers, expect this conclusion will be presented in the last chapter (Chapter 12), as admitted by the editor himself, the chapter is rather ‘outwardly distinct from many of the contributions to this volume’ (16). The book may have been better if it provides more accounts and voices of the children from both peace and conflict settings from various contexts for comparison purposes – while the book provides only a chapter on this (Chapter 3). Despite this shortcoming, Childhoods in Peace and Conflict should be regarded as an important and novel resource in the studies about the intersections of children, conflict, and peace. The volume makes a significant contribution to the area of peace and conflict studies, including peace pedagogy.
{"title":"And then your soul is gone: moral injury and U.S. war-culture","authors":"Patrick T. Hiller","doi":"10.1080/17400201.2022.2031082","DOIUrl":"https://doi.org/10.1080/17400201.2022.2031082","url":null,"abstract":"simultaneously mediated by, interacted with, and engaged in re-figurations of resilience, protection, enlistment, and unequal relations of power, in a number of contexts, namely Kashmir (India), Ukraine, Bastar (India), and the United States. The part is finally concluded with Chapter 12 focusing on the procedures of child discipline and caregiver rituals. The volume’s core strength lies upon the eclectic positionality of the contributors. Seventeen authors from a wide range of geographies have contributed to this 245-page volume. More interestingly, one of the chapters (Chapter 3) is coauthored by an ex-child soldier in the civic war of Bosnia and Herzegovina. The contributors of the book have successfully provided new insights within the studies of children in peace and conflict settings, as well as the pedagogical dimensions of it. As reflected from the authors’ origins, the coverage of the book includes countries with conflict and war track records, such as those within the European and Asia Pacific territories. However, the book may have missed one (or two) thing(s): the conclusion (and the implications). While we, the readers, expect this conclusion will be presented in the last chapter (Chapter 12), as admitted by the editor himself, the chapter is rather ‘outwardly distinct from many of the contributions to this volume’ (16). The book may have been better if it provides more accounts and voices of the children from both peace and conflict settings from various contexts for comparison purposes – while the book provides only a chapter on this (Chapter 3). Despite this shortcoming, Childhoods in Peace and Conflict should be regarded as an important and novel resource in the studies about the intersections of children, conflict, and peace. The volume makes a significant contribution to the area of peace and conflict studies, including peace pedagogy.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"398 - 400"},"PeriodicalIF":0.6,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45329684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：